A critical discourse analysis of the speeches of margaret thatcher and theresa may (tt)

THE UNIVERSITY OF DANANG UNIVERSITY OF FOREIGN LANGUAGE STUDIES LÊ THỊ THÙY DƯƠNG A CRITICAL DISCOURSE ANALYSIS OF THE SPEECHES OF MARGARET THATCHER AND THERESA MAY Major Code : English Linguistics : 822.02.01 MASTER THESIS IN FOREIGN LANGUAGES, LITERATURE AND CULTURE (A SUMMARY) Danang - 2018 The thesis has been completed at University of Foreign Language Studies, The University of Da Nang Supervisor: Assoc Prof Dr PHAN VĂN HÒA Examiner 1: Assoc Prof Dr Luu Quy Khuong Examiner 2: Assoc Prof Dr Nguyen Tat Thang The thesis will be orally defended at The Examining Committee Time : 27/10/2018 Venue: University of Foreign Language Studies - The University of Da Nang The thesis is accessible for the purpose of reference at: - The Information Resource Center, The University of Danang - The Library of University of Foreign Language Studies, The University of Danang CHAPTER INTRODUCTION 1.1 RATIONALE To communicate effectively, we can use verbal or nonverbal communication such as gestures, body language and tone of voice Therefore, when we communicate with other people, we should consider the words, gestures, body language and so on to make a best conversation Through the ideology and power embedded in the writer’s or speaker’s languages, we can discover the relationship between them when linguists investigate in the immense field of Critical Discourse Analysis CDA enables linguistic researchers to analyse different kinds of discourse One of the most important and popular targets of CDA is political discourse There are a number of researches that investigate the political speeches in the light of CDA because they significantly express the ideology of the writer and the speaker However, it is interesting to explore the similarities and differences between the language use, the ideology and the power between two famous presidents of Britain: Margaret Thatcher and Theresa May Besides, the need to develop students’ critical thinking is generally seen as an integral component of education development Critical thinking always goes with controversy as proved by the evolution of this term over the past century Through discussing, analyzing and debating, teachers and students can have a thorough and deep understanding about the issues Therefore, it is very necessary to understand and apply the critical thinking in general and critical discourse analysis into the language teaching and learning For all reasons above, I decided to conduct a thesis with a title “A Critical Discourse Analysis of the speeches of Margaret Thatcher and Theresa May” I try to focus on analyzing the textual description in Margaret Thatcher’s speeches and Theresa May’s speeches in terms of vocabulary analysis, grammar analysis and textual structure I also try to clarify the similarities and differences between their speeches in terms of language, ideology and power in the light of CDA 1.2 SCOPE OF THE STUDY The study is confined to analyze the five speeches made by Margaret Thatcher and the five ones of Theresa May to different types of audience: national and international The study follows only the description stage according to Fairclough’s framework The interpretation and explanation stages will not be included because the nature of “analysis” changes from stage to stage In description, analysis is generally a matter of identifying and ‘labelling’ formal features of a text in terms of the categories of a descriptive framework 1.3 RESEARCH AIMS AND OBJECTIVES 1.3.1 Aims The aim of this study is to get a more in-depth understanding of textual description in terms of vocabulary analysis, grammar analysis and textual structure in the speeches of Margaret Thatcher and Theresa May It also aims at clarifying the similarities and differences between their speeches in terms of language, ideology and power in the light of CDA 1.3.2 Objectives The study is intended to: - Examine the textual description in terms of vocabulary analysis, grammar analysis and textual structure in the speeches of Margaret Thatcher and Theresa May - Identify the relation between language, power and ideology presented in their speeches - Clarify the similarities and differences between Margaret Thatcher and Theresa May presented in their speeches 1.4 RESEARCH QUESTIONS In order to achieve the aims and objectives of the study, the study will answer these questions below: What are the discourse features of these speeches by Margaret Thatcher and Theresa May in terms of vocabulary, grammar and textual structure in CDA perspective? What are the similarities and differences in expressing of the two authors’ ideologies? 1.5 THE SIGNIFICANCE OF THE STUDY The result of this study is expected to be useful and meaningful to the discourse analysis study Moreover, this study can be a foundation for further studies on speech’s analysis in the light of CDA CHAPTER LITERATURE REVIEW AND THEORETICAL BACKGROUND 2.1 PREVIOUS STUDIES The researcher of this study has read a great deal of previous studies on the critical discourse analysis in many kinds of field such as speeches, advertisements and other types of text that Some conducted by foreign researchers and Vietnamese ones are mentioned as follows: In the article “The concept of Power in Teacher’s Talk: A Critical Discourse Analysis”, Maftoon P and Sharouki N (2012) investigated the concept of power in teacher’s talk and examined how the power as power/knowledge is linguistically expressed by teachers and presented in the classroom There have also been several M.A theses regarding CDA Thương (2015) investigated the critical discourse analysis of John F Kennedy’s opening statement in the first presidential debate with Richard M Nixon and the inaugural address In the light of CDA, this study used the case study approach including prospective and retrospective methods 2.2 THEORETICAL BACKGROUND 2.2.1 Definition of discourse According to Longman dictionary, discourse is a serious speech or piece of writing on a particular subject Foucault (1972, p 117) defines a discourse as follows: “We shall call discourse a group of statements in so far as they belong to the same discursive formation … There have existed a variety of definitions of the concept of discourse, different scholars and researchers tend to approach discourse in different point of view However, the concept of discourse can be understood briefly and precisely through the definition of Foucault (1972) 2.2.2 Discourse analysis Brown and Yule (1983, p 1) stated that “the analysis of discourse is, necessarily, the analysis language in use As such, it cannot be restricted to the description of linguistic forms are designed to serve in human affairs One of the Vietnamese famous researchers Nguyen Hoa (2000:, p 11) also shares the same point of view in his book “An Introduction Discourse Analysis” that discourse analysis is considered as “a study of how and for what purposes language is used in a certain context and the linguistic means to carry out the purposes” There have been several definitions of discourse analysis that scholars and researchers share the common idea that it is definitely the study of language in use that extends beyond the boundaries of sentence 2.2.3 Levels of discourse Fairclough, in his work Language and Power (2001, p 2021) gives his opinions on the actual nature of discourse and text analysis From his point of view, discourse involves social conditions, which can be specified as: social conditions of production and social conditions of interpretation Furthermore, “social conditions relate to three different ‘levels’ of social organization: the level of the social situation, or the immediate social environment in which the discourse occurs; the level of the social institution which constitutes a wider matrix for the discourse; and the level of the society as a whole” 2.2.4 Definition of critical discourse analysis (CDA) CDA may be defined as completely concerned with clear and obvious structural relationships of dominance, discrimination, power, and control as manifested in language (Wodak & Meyer, 2001: 2) Therefore, CDA aims to investigate critically social inequality as it is expressed, signaled, constituted, legitimatized and so on by language use, or in discourse Fairclough (1995, p 132) in his definition perceives CDA as “discourse analysis which aims to systematically explore often opaque relationships of causality and determination between (a) discursive practice, events and texts, and (b) wider social and cultural structures, relations and processes; to investigate how such practices, events and texts arise out of and are ideologically shaped by relations of power and struggles over power; and to explore how the opacity of these relationships between discourse and society is itself a factor securing power and hegemony” In short, CDA is a category which can be understood in many different ways To the best of my knowledge, the thesis will follow the point of view of Norman Fairclough 2.2.5 Critical Discourse Analysis: Meaning and Scope 2.2.5.1 The concept of power As Fairclough (1989) claims power is a kind of commodity which can be won and exercised only in social struggles in which it may also be lost Accordingly, Foucault (1972) views power not as something that dominant members of society have over subordinate members but in terms of the relationship between power and resistance 2.2.5.2 The concept of ideology It is reasonable to locate ideology as both a property of structures and a property of events (Fairclough, 1995, p 71) What features or levels of language and discourse may be ideologically invested? A common claim is that it is “meanings” (sometimes specified as “content” as opposed to “form”) that are ideological (e.g., Thompson (1984)), and this often means just or mainly lexical meanings Lexical meanings are presuppositions, implicatures, metaphors, and coherence, all aspects of meaning 2.2.6 Methodology in CDA Fairclough (2001, p 21-22) proposes the three dimensions or stages of CDA: Description is the stage which is concerned with formal properties of the text Interpretation is concerned with the relationship between text and interaction – with seeing the text as the product of a process of production, and as a resource in the process of interpretation Explanation is concerned with the relationship between interaction and social context – with the social determination of the processes of the processes of production and interpretation, and their social effects To sum up, the three-dimensional framework for DA of Fairclough (2001) is quite suitable and effective to be exploited and used in my thesis because the study focuses on analyzing the textual description of the speeches Description Fairclough (1989, p 93-116) poses ten questions and their subquestions based on three values: experiential, relational and expressive Experiential value is connected with the worldview of the discourse producer Relational value is referred to social relationships which are created and sustained between text producer and the participants Finally, expressive value is associated with the way the text producer evaluates what is being discussed A Vocabulary What experiential values words have? What relational values words have? B Grammar What experiential values grammatical features have? What relational values grammatical features have? What expressive values grammatical features have? How are sentences linked together? C Textual structures What interactional conventions are used? What larger scale structures does the text have? (Fairclough, 1989, p 110111) 10 Name of speech Author Theresa May’s speech Theresa on terrorism and May Period Total time words Audience 9/2014 3848 International 6/2017 1075 National 1/2017 3187 International extremism Theresa May’s full Theresa speech on the London May Bridge Attack Theresa May to the Theresa Work Economic May Forum in Davos, Switzerland The lady’s not for Margaret turning 10/1980 4193 National 9/2008 3130 International 7/2001 1637 National 9/1991 3457 International 4/1999 3460 International Thatcher Margaret Thatcher's Margaret speech to the College Thatcher of Europe: 'The Bruges Speech' Speech to Bromley Margaret Conservatives Thatcher Speech on Japanese Margaret youth Speech Thatcher to International the Margaret Free Thatcher Enterprise dinner 3.3 DATA COLLECTION To collect sufficient and appropriate data for the study, I followed the steps: 11 Firstly, I searched for sources of speeches of the two authors: Margaret Thatcher and Theresa May from websites Secondly, I chose ten speeches from the reliable websites of the two authors Next, after choosing these speeches, I began to filter the samples so that the range of word number is acceptable Finally, I conducted the classification of these ten speeches based on the audience whether the speaker talked to international or national audience 3.4 DATA ANALYSIS The collected data will be analyzed as follows: With regard to textual description, collected data will be examined in order to find out discourse features which included the use of vocabulary, grammar and discourse structures, under the network of experiential, relational and expressive values, according to 10 questions by Fairclough (1989, p 92-93) In particular, vocabulary analysis with experiential value of words; the relational value of words; the expressive value of words and metaphors will be analyzed I will the same task with grammar analysis with experiential value of grammar; the relational value of grammar and the expressive value of grammar as well as the discourse structure Finally, the data will be compared by using contrastive method to find out the similarities and differences in expressing the ideology of Margaret Thatcher and Theresa May 12 CHAPTER FINDINGS AND DISCUSSION 4.1 TEXTUAL DESCRIPTION AND ANALYSIS 4.1.1 Vocabulary analysis 4.1.2 Experiential values The way the speaker/writer chooses the vocabulary in the text expresses his/her ideas, so there are a number of words which connect with particular ideologies occur frequently in their speeches For example, in the speech of Theresa May to her national audience about the leadership, she used a wide range of words related to the leadership such as: leadership, leader, team, strong and stable leadership, international negotiations, other European leaders, European Another instance for the frequent use of words related to the topic of terrorism and extremism in Theresa May’s speech to her international audience is that there is the occurrence of key words such as: terrorism, extremism, legitimate, an arrest, illegal, police, safeguards, crime, the government, terrorist threats, terrorist planning It can also be seen that there is a high appearance of words in Margaret Thatcher’s speech related to Japanese youth such as: generation, opportunity, development, national greatness, responsibility, Japanese society She also used some words related to the content about London Bridge Attach such as: victim, a brutal terrorist, the attack, innocent and unarmed civilians, blades, knives, suspects, police, armed officers, emergency services, terrorism, perpetrators, violence, extremism Along with the classification schemes, over-wording or over - 13 lexicalization is regarded as a means to indicate a focus of ideological struggle Over-wording is “a usually high degree of wording, often involving many words which are near synonyms” When studying over-wording, the thesis focuses on hyponyms, synonyms and antonyms *Synonyms: 1) Margaret Thatcher's speech to the College of Europe: 'The Bruges Speech': - Europe’s defence (line 219) - the defence of freedom (line 221) 2)Theresa May’s speech to the Conservative Party Conference: - refugee (line 25) - resettlement scheme (line 66) - immigration (line 86) - costs of immigration (line 110 *Antonyms: 1) Theresa May’s speech on terrorism and extremism: against (line 1) >< for (line 2) extended (line 28) >< cut back (line 29) downgraded and discarded (line 29-30) >< strengthened (line 30) 2) The strong leadership speech: half-in (line 57) >< half – out (line 57) a good soundbite (line 149) >< a disastrous policy (line 149) Thus, the use of the word in both positive and negative aspects (through using synonyms, antonyms and hyponyms) are focused to clearly express the thoughts and attitudes of both authors: Theresa May and Margaret Thatcher about national and international issues 14 This shows that the discourse reflects the world of human experience in English-speaking countries 4.1.3 Relational values Relational value of words concerns to “how a text’s choices of words depends on, and helps to create social relations between participants” (Fairclough, 2001, p.97) This value deals with relations and social relationships It is likely to be reflected through “euphemism” and “formality of the situation” According to Marina (2013, p 38), there are six common types of Euphemisms in terms of different communicative functions Means Relational values Relational meaning The Soviet Union Euphemism is extremely cannot conduct wars by necessary because it replaces proxy in South-East words with unpleasant meaning The Asia and Africa, foment referential trouble in the Middle speaker uses “proxy”, “foment East and Caribbean and invade neighbouring trouble”, “invade” to describe the strategies of the Soviet Union in the relationship with countries and still expect other countries around the to conduct business as world She does not want to usual (line 250 - 252, talk in a direct way to express The lady’s not for her ideology and her thought Margaret about the way the Soviet Union is conducting Hence, the Thatcher’s speech) turning: speaker’s ideology is clearly expressed that she expresses the disapproval with the Soviet 15 Means Relational values Relational meaning Union, but she does not demonstrate it directly in order not to break the collaborative relations between her country and the Soviet Union One property of vocabulary which has to handle with relational value is formality Being the Prime Ministers of the United Kingdom, Theresa May and Margaret Thatcher have shown the formality of the social relations in formal situations such as a Prime Minister’s election, speeches to the Party, the conferences and so on The formality is expressed through the choice of vocabulary (among other features such as highly complex grammatical structures and loudness of talk) More formal word are used instead of less formal ones This is one of the similarities of using vocabulary of both authors to express the power behind their speeches The power is expressed through their speeches not just because they are the Prime Ministers of Britain, but because they show their respect and attention to their hearer It is also presented through their choice of formal words instead of using informal ones Theresa May Margaret Thatcher (1) The speech to the (1) The lady’s not for turning: Conservative Party Conference exhilarating (line 10) in Manchester: prophesy (line 17) gratitude (line 22) deliberately (line 36) (2) The strong leadership (2) Margaret Thatcher's 16 Theresa May speech: envisage (line 13) jurisdiction (line 68) flee (line 118) vital (line 121) abdication (line 148) (3) Theresa May’s speech on terrorism and extremism: legitimate (line 14) resemblance (line 58) disentangle (line 96) (4) Theresa May’s full speech on the London Bridge Attack professionalism (line 19) sectarianism (line 38) incompatible (line 40) tolerance (line 57) (5) Theresa May to the Work Economic Forum in Davos, Switzerland: cease (line 63) underpinning (line 113) magnifies (line 125) Margaret Thatcher speech to the College of Europe: 'The Bruges Speech': magnificent (line 8) gloriously (line 9) (3) Speech to Bromley Conservatives: sartorial (line 4) incentives (line 58) shroud (line 62) (4) Speech on Japanese youth convergence (line 17) ultimately (line 50) dismantle (line 54) immensely (line 108) (5) Speech to the International Free Enterprise dinner: swollen (line 34) repentant (line 70) 4.1.4 Expressive value of words According to Fairclough (2001, p 98-99), "the expressive value of words has been a central concern for those interested in persuasive language" The expressive value presents the positive or negative evaluation which the writers/speakers can express through "drawing on ideological contrastive schemes embodying different 17 values" based on different types of discourse In the text spoken by Theresa May, a classification scheme is drawn to show her positive attitude towards the future of her country - Britain Positive words are used a number of times in the speech - overwhelmingly positive impact (line 11) - momentous change (line 46) 4.1.5 Metaphors Margaret Thatcher adds metaphors into her speeches to reflect her ideology, her perspective in each issue For example: We in Britain are rightly proud of the way in which, since Magna Carta in the year 1215, we have pioneered and developed representative institutions to stand as bastions of freedom (line 33 34, Margaret Thatcher's speech to the College of Europe: 'The Bruges Speech') The metaphorical element lies on “bastions of freedom” The word “bastions” here means that Britain is implied and considered as the place defending the European’s life, European’s freedom It becomes a sanctuary of not only British people but also Europeans Hence, the attitude of the speaker is expressed that she is very proud of the development as well as the achievement of her country 4.2 ANALYSIS IN TERMS OF GRAMMAR FEATURES 4.2.1 The experiential value of grammar 4.2.1.1 Process According to Halliday (1994), the use of process type is a tool to realize the experimental meaning Process is the representation of reality, and the material process in the speeches express the “reality” of the speaker’s ideology This process is used to make the speakers’ arguments become more reliable and persuasive 18 Material process is known as process of doing and happening This process is easily identified by focusing on the verb that expresses a real action It has two participants: Actor and Goal that will become the subject and the object 4.2.1.2 The use of voice The choice of active and passive sentences is very important when we take into consideration grammatical features Name of Theresa Kind of May’s speech audience 1) The speech to National the Conservative Party Conference in Manchester: 2)The strong National leadership speech Voice Frequency Percentage of use - Active 157 88% - Passive 21 12% - Total 178 100% - Active - Passive - Total 3)Theresa May’s International - Active speech on terrorism - Passive and extremism - Total 4) Theresa May’s National - Active full speech on the - Passive London Bridge - Total Attack 5) Theresa May to International - Active the Work - Passive Economic Forum - Total in Davos, Switzerland: 151 156 184 29 213 42 12 54 96% 4% 100% 86% 14% 100% 77% 23% 100% 124 132 93% 7% 100% 19 Name of Margaret Kind of Thatcher’s speech audience 1) The lady’s not National for turning Frequency Percentage of use - Active 192 85% - Passive 33 15% - Total 225 100% 2) Margaret International - Active 142 88% Thatcher's speech - Passive 19 12% to the College of - Total 161 100% Europe: 'The Bruges Speech' Voice 3) Speech to National Bromley Conservatives 4) Speech on International Japanese youth - Active - Passive - Total - Active - Passive - Total 5) Speech to the International - Active International Free - Passive Enterprise dinner - Total 97 105 153 25 178 175 53 208 92% 8% 100% 86% 14% 100% 84% 16% 100% 4.2.2 The relational value of grammar 2.2.2.1 Modes of sentence: According to Fairclough (2001), mode of sentence is one among a variety of grammatical features of text that uphold relational values He also mentions that there are three major modes: declarative, grammatical question and imperative 2.2.2.2 The use of personal pronoun: The pronoun “we” is found many times throughout the text 20 (1): - … as we face the start of the crucial Brexit … (line – 5) - … we could never have predicted the tragic turn … (line 8) - We could never have imagined the appalling … - that we saw in … service where we remember all police officers who have died (line 13 -14) - … keep us all safe … so that we can live our lives safely and securely (line 15 – 17) 4.2.3 The expressive value of grammar There are two dimensions of modality to analyze and it depends on what direction authority is oriented in If it relates to the authority of one participant in relation to others, it is relational modality On the other hand, if it is a matter related to the speaker’s authority with respect to the truth or probability of a representation of reality, it is expressive modality Although there are two types of modality including relational modality and expressive modality, I focus only on the later type in this thesis because it is more fertile to dig out Expressive modalities are utilized many times in the speeches of Theresa May and Margaret Thatcher as follow: Table 4.6 Distribution of modal verbs in Theresa May’s speeches Auxiliary Will May Must Can Should Could Would Might Times 115 47 76 21 15 21 Table 4.7 Distribution of modal verbs in Margaret Thatcher’s speeches Auxiliary Will May Must Can Should Could Would Might Times 66 70 50 70 33 38 10 The expressive value is found in the speeches with the use of the above modal auxiliaries: will, may, must, can, should, would and might 4.3 TEXTUAL STRUCTURE ANALYSIS According to Hoey (1983) and Martin  Rothery (1986), a macrostructure provides a pattern characteristic and appropriate to its communicative purpose According to the analysis of speeches of two speakers, the purpose of these speeches is to share the speakers’ ideologies about many issues, so the speakers have to use appropriate discourse to guide hearers and appeal them to accept their views They frequently use direct sentences to go straight to the problem, but sometimes they use euphemisms and metaphors in order not to make the hearer feel confused with some delicate grounds 22 CHAPTER CONCLUSIONS AND IMPLICATIONS 5.1 CONCLUSIONS The ten speeches have been critically investigated and analyzed at one stage: description Three values of vocabulary and grammar: experiential, relational and expressive are taken into consideration in this thesis In terms of vocabulary, typical lexical features like positive verbs or words, metaphors, euphemism may be worth the most outstanding There is a strong evidence related to experiential value of words in which the speakers show their knowledge, beliefs, ideologies to the hearers in order to persuade them to trust the speakers and follow the speakers’ directions Secondly, the relational value of words is highlighted by the use of euphemism, formality and so on The speakers are the Prime Ministers of one country so that they use less informal words to present their ideologies by both direct and indirect ways Finally, classification schemes are utilized to demonstrate expressive value of words because they help to embed the content or the topic of the speeches in the hearers’ memory Both positive and negative words are also used to create different ideological classification schemes With regard to the grammatical feature analysis, this thesis focuses on the transitivity, passive and active voice, modes of sentence, the use of pronouns and modality The material process is significantly used in these speeches Furthermore, both speakers use more the active voice than the passive one In terms of modes of sentence, declarative and imperative occur a number of times in the 23 speeches of both speakers to provide information with accuracy to avoid making their hearers ambiguous Besides, the occurrence of pronouns such as “you”, “we”, and “I” frequently helps to determine the ideal hearers of the speakers and create the united feelings In the analysis of Theresa May’s and Margaret Thatcher’s speeches from the point of view of CDA, power and ideology are revealed clearly through a variety of features of text and context They also expose their power behind the discourse as they manipulate the language to influence the audience CDA plays a vital role in clarifying the relationship between discourse and power struggle In conclusion, CDA revealed the relationship between language, ideologies and power hidden behind the discourse Language is considered as a means to demonstrate the speaker’s or writer’s ideologies and power On the other hand, language is utilized to construct the ideologies and power; in turn, showing one’s identity to some extent Moreover, through analyzing this case study, it can be seen that two authors: Theresa May and Margaret Thatcher are very intelligent when they use language as a strategic tool to express their ideologies and power 5.2 IMPLICATIONS For those who are attracted by CDA can recognize its vital role in the researches related to linguistics in particular, and in society in general Its necessity is not only showed through its use in various fields such as economy or politic, but also its consequences in persuading people, getting speaker’s ideology across and accepted by the mass and asserting power at the same time After conducting this thesis, I realize that CDA is of great 24 importance in terms of academic and politic field It helps to enhance our critical thinking in the area of openly-shared information and people’s decision making CDA has always proved to make a noticeable contribution in developing critical thinking Through its methods and techniques, CDA allows us to have an insight into the discourse by looking at the discourse form different viewpoints Thanks to that, we can uncover the ideology and power embedded in the vocabulary Furthermore, CDA is also considered as a social practice which is socially influenced and influential Therefore, the discourse should be treated in a dialectical way Analysts are requested to broaden their vision so that the discourse can be comprehensively proceeded and the message can be conveyed to the audience positively This in turn affects the analyst’s reservoir of knowledge, evaluation and judgements Therefore, it helps to break down their traditional thinking and encourage them to explore new things from different angles 5.3 LIMITATIONS AND FURTHER RECOMMENDATIONS For any research, limitations are inevitable, and of course, my research is not an exception The first thing is that in some parts of study, many theoretical assumptions and some textual features are not thoroughly discussed or taken into consideration due to my lack of time There are other linguistic aspects worth dealing with which are productive for the investigation for example: metaphor, euphemism, lexical cohesion and so on Secondly, there are several aspects that I can emphasize on such as written version, spoken one or body language; however, I can just analyze the written version of the speeches, ignoring other dimensions ... a title A Critical Discourse Analysis of the speeches of Margaret Thatcher and Theresa May I try to focus on analyzing the textual description in Margaret Thatcher s speeches and Theresa May s... in the speeches of Margaret Thatcher and Theresa May It also aims at clarifying the similarities and differences between their speeches in terms of language, ideology and power in the light of. .. words Audience 10/2015 4157 National 6/2017 National Party May in Manchester The strong leadership Theresa speech May 3223 10 Name of speech Author Theresa May s speech Theresa on terrorism and May